بررسی الگوهای شناسایی استعداد در روان‌شناسی و علوم تربیتی

محورهای موضوعی : تربیتی

علی قاسم زاده ¹ , محمدرضا عابدی ² , پریسا نیلفروشان ³

1 - دانشجوی دکتری، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران
2 - استاد، گروه مشاوره، دانشکدۀ علوم تربیتی و روانشناسی دانشگاه اصفهان. اصفهان، ایران
3 - استادیار، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

تاریخ دریافت : 1398/01/18 تاریخ پذیرش : 1398/04/11 تاریخ انتشار : 1401/03/01

کلید واژه: استعدادبرتر, استعداد, الگوی شناسایی,

چکیده مقاله :

در این پژوهش که یک پژوهش کیفی محسوب می شود، با استفاده از روش تحلیل محتوای تلخیصی الگوها و روش های شناسایی استعداد در متون روان شناسی و علوم تربیتی مورد رصد و بررسی قرار گرفت. برای این کار ابتدا با مراجعه به متون، مطالب و مضامین مرتبط با چگونگی شناسایی استعداد یاداشت‌برداری شد. سپس اطلاعات به دست آمده کد گذاری و طبقه بندی شد. یافته های پژوهش در چهار طبقۀ اصلی، الگوهای شناسایی، مراحل کلی شناسایی، منابع شناسایی و روش ها و تکنیک های شناسایی قرار گرفت. نتایج این پژوهش نشان داد در منابع روان شناسی و علوم تربیتی در حال حاضر سیزده الگوی رایج برای شناسایی استعداد وجود دارد که همۀ آن ها، با وجود تفاوت هایی که با هم دارند، در فرایند شناسایی خود از پنج مرحلۀ کلی؛ غربالگری، گردآوری شواهد، جایگذاری، ترمیم و تمایز تبعیت می کنند. این الگوها در مجموع با بهره‌گیری از پنج منبع متفاوت؛ والدین، معلمان، همسالان، خود فرد و متخصصان و همچنین استفاده از پانزده روش و تکنیک مشخص، نسبت به شناسایی استعدادها اقدام می کنند.

چکیده انگلیسی:

In this qualitative research, using summative content analysis are explored patterns and methods for identifying aptitude in psychological and educational literacies. To do this, firstly took notes by referring to texts, materials, and topics related to how to recognize aptitudes. Then, the collected data was coded and stratified. The research findings arrange into four main categories: identification patterns, general identification steps, identification sources, and identification methods and techniques. The result findings showed that thirteen popular patterns in psychological and educational resources are fund for the description of aptitude. All of which, despite their differences, follow five general steps through their identification processes, including screening, collecting evidence, placement, mending, and differentiating. By using whole five different resources Such as Parents, Teachers, Peers, Individuals, and Specialists, and also fifteen methods and techniques, These patterns take action to recognize aptitude.

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